Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence / Marilyn J. ESSEX in Development and Psychopathology, 23-1 (January 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-1 (January 2011) Titre : Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Linnea R. BURK, Auteur ; H. HILL GOLDSMITH, Auteur ; W. Thomas BOYCE, Auteur Année de publication : 2011 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher–child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher–child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher–child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher–child relationship main effects, all four Reactivity × Teacher–Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher–child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence [Texte imprimé et/ou numérique] / Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Linnea R. BURK, Auteur ; H. HILL GOLDSMITH, Auteur ; W. Thomas BOYCE, Auteur . - 2011. Langues : Anglais (eng) in Development and Psychopathology > 23-1 (January 2011) Index. décimale : PER Périodiques Résumé : The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher–child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher–child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher–child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher–child relationship main effects, all four Reactivity × Teacher–Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher–child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Gender Differences in Emotional Reactivity of Depressed and At-Risk Preschoolers: Implications for Gender Specific Manifestations of Preschool Depression / Joan L. LUBY in Journal of Clinical Child & Adolescent Psychology, 38-4 (July 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-4 (July 2009) . - p.525-537 Titre : Gender Differences in Emotional Reactivity of Depressed and At-Risk Preschoolers: Implications for Gender Specific Manifestations of Preschool Depression Type de document : Texte imprimé et/ou numérique Auteurs : Joan L. LUBY, Auteur ; Carolyn ZAHN-WAXLER, Auteur ; H. HILL GOLDSMITH, Auteur ; Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marjorie H. KLEIN, Auteur ; Jill P. SULLIVAN, Auteur Année de publication : 2009 Article en page(s) : p.525-537 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We investigated whether differences in positive and negative emotional reactivity could be found in depressed preschoolers and preschoolers at risk for later internalizing symptoms relative to nondepressed/low risk comparison groups. Observational measures of emotional reactivity, used to derive a score of the balance between anger and sadness, were obtained and analyzed in independent samples. One study utilized cross-sectional data from preschoolers (M age = 4.6 years) with a current depressive syndrome and two nondepressed comparison groups. The other study utilized longitudinal data that assessed emotional reactivity at preschool age (M age = 4.5 years) and later mental health symptoms during the transition to primary school, allowing a retrospective determination of risk. Depressed and at-risk boys displayed more anger than sadness in contrast to girls in the same groups and in contrast to no disorder/low-risk controls. This finding was detected in depressed and “at risk for internalizing” boys who were not comorbid for externalizing problems. En ligne : http://dx.doi.org/10.1080/15374410902976312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=786 [article] Gender Differences in Emotional Reactivity of Depressed and At-Risk Preschoolers: Implications for Gender Specific Manifestations of Preschool Depression [Texte imprimé et/ou numérique] / Joan L. LUBY, Auteur ; Carolyn ZAHN-WAXLER, Auteur ; H. HILL GOLDSMITH, Auteur ; Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marjorie H. KLEIN, Auteur ; Jill P. SULLIVAN, Auteur . - 2009 . - p.525-537. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-4 (July 2009) . - p.525-537 Index. décimale : PER Périodiques Résumé : We investigated whether differences in positive and negative emotional reactivity could be found in depressed preschoolers and preschoolers at risk for later internalizing symptoms relative to nondepressed/low risk comparison groups. Observational measures of emotional reactivity, used to derive a score of the balance between anger and sadness, were obtained and analyzed in independent samples. One study utilized cross-sectional data from preschoolers (M age = 4.6 years) with a current depressive syndrome and two nondepressed comparison groups. The other study utilized longitudinal data that assessed emotional reactivity at preschool age (M age = 4.5 years) and later mental health symptoms during the transition to primary school, allowing a retrospective determination of risk. Depressed and at-risk boys displayed more anger than sadness in contrast to girls in the same groups and in contrast to no disorder/low-risk controls. This finding was detected in depressed and “at risk for internalizing” boys who were not comorbid for externalizing problems. En ligne : http://dx.doi.org/10.1080/15374410902976312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=786

Genetic and environmental influences on socio-emotional behavior in toddlers: an initial twin study of the infant–toddler social and emotional assessment / Carol A. VAN HULLE in Journal of Child Psychology and Psychiatry, 48-10 (October 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-10 (October 2007) . - p.1014–1024 Titre : Genetic and environmental influences on socio-emotional behavior in toddlers: an initial twin study of the infant–toddler social and emotional assessment Type de document : Texte imprimé et/ou numérique Auteurs : Carol A. VAN HULLE, Auteur ; Kathryn LEMERY-CHALFANT, Auteur ; H. HILL GOLDSMITH, Auteur Année de publication : 2007 Article en page(s) : p.1014–1024 Langues : Anglais (eng) Mots-clés : Behavioral-genetics twins behavior-problems toddlerhood Index. décimale : PER Périodiques Résumé : Relatively little is known about the genetic architecture of childhood behavioral disorders in very young children. Method: In this study, parents completed the Infant–Toddler Social and Emotional Assessment, a questionnaire that assesses symptoms of childhood disorders, as well as socio-emotional competencies, for 822 twin pairs (49.3% female; age 17–48 months) participating in the Wisconsin Twin Project. Psychometric, rater bias, and sex-limitation models explored the role of genetic and environmental influences on (1) externalizing and internalizing behavior; (2) less commonly assessed behaviors pertaining to physical and emotional dysregulation, general competencies, social relatedness; and (3) infrequent behaviors such as those associated with pervasive developmental delays. Results: Heritable influences accounted for the majority (56% or more) of variation in behavior that was commonly observed by both parents. The remaining variance was associated with non-shared environmental factors, with the exception of competency and atypical behavior, which were also influenced by shared environmental factors. In contrast, for most behaviors, the variation unique to mother and father ratings was split between variation due to shared environment or rater biases and to measurement error. Little evidence emerged for sex differences in the underlying causes of variation. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01787.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176 [article] Genetic and environmental influences on socio-emotional behavior in toddlers: an initial twin study of the infant–toddler social and emotional assessment [Texte imprimé et/ou numérique] / Carol A. VAN HULLE, Auteur ; Kathryn LEMERY-CHALFANT, Auteur ; H. HILL GOLDSMITH, Auteur . - 2007 . - p.1014–1024. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-10 (October 2007) . - p.1014–1024 Mots-clés : Behavioral-genetics twins behavior-problems toddlerhood Index. décimale : PER Périodiques Résumé : Relatively little is known about the genetic architecture of childhood behavioral disorders in very young children. Method: In this study, parents completed the Infant–Toddler Social and Emotional Assessment, a questionnaire that assesses symptoms of childhood disorders, as well as socio-emotional competencies, for 822 twin pairs (49.3% female; age 17–48 months) participating in the Wisconsin Twin Project. Psychometric, rater bias, and sex-limitation models explored the role of genetic and environmental influences on (1) externalizing and internalizing behavior; (2) less commonly assessed behaviors pertaining to physical and emotional dysregulation, general competencies, social relatedness; and (3) infrequent behaviors such as those associated with pervasive developmental delays. Results: Heritable influences accounted for the majority (56% or more) of variation in behavior that was commonly observed by both parents. The remaining variance was associated with non-shared environmental factors, with the exception of competency and atypical behavior, which were also influenced by shared environmental factors. In contrast, for most behaviors, the variation unique to mother and father ratings was split between variation due to shared environment or rater biases and to measurement error. Little evidence emerged for sex differences in the underlying causes of variation. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01787.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176

Genetic risk by experience interaction for childhood internalizing problems: converging evidence across multiple methods / Matthew VENDLINSKI in Journal of Child Psychology and Psychiatry, 52-5 (May 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.607-618 Titre : Genetic risk by experience interaction for childhood internalizing problems: converging evidence across multiple methods Type de document : Texte imprimé et/ou numérique Auteurs : Matthew VENDLINSKI, Auteur ; Kathryn LEMERY-CHALFANT, Auteur ; Marilyn J. ESSEX, Auteur ; H. HILL GOLDSMITH, Auteur Année de publication : 2011 Article en page(s) : p.607-618 Langues : Anglais (eng) Mots-clés : Gene–environment interaction  childhood psychopathology  internalizing problems  parental psychopathology  twins Index. décimale : PER Périodiques Résumé : Background:  Identifying how genetic risk interacts with experience to predict psychopathology is an important step toward understanding the etiology of mental health problems. Few studies have examined genetic risk by experience interaction (G×E) in the development of childhood psychopathology. Methods:  We used both co-twin and parent mental health as markers of genetic risk to test whether G×E predicted internalizing problems in a sample of 8-year-old twins. Multi-instrument composites were used to characterize both parent and child psychopathology, and five experiential risk factors (socioeconomic status, single parent upbringing, negative parent–child interactions, number of negative life events, negative impact of negative life events) composed a cumulative risk index. Results:  We found consistent evidence for G×E for child internalizing problems, with significant interaction effects emerging both when genetic risk was indexed by co-twin mental health and when it was based on parent mental health. When co-twin mental health was used to estimate genetic risk, child internalizing problems were more heritable for children at low rather than high experiential risk. When parent mental health was used to estimate genetic risk, the association between genetic risk and internalizing problems was stronger for children at elevated experiential risk. Consideration of the interaction effect sizes helps to reconcile these findings. Conclusions:  Our results suggest that the processes involved in both diathesis-stress and bioecological models of development may operate for child internalizing problems. Effect sizes indicated that the main effects of genetic and experiential risk were much better predictors of child internalizing problems than was their interaction. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02343.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Genetic risk by experience interaction for childhood internalizing problems: converging evidence across multiple methods [Texte imprimé et/ou numérique] / Matthew VENDLINSKI, Auteur ; Kathryn LEMERY-CHALFANT, Auteur ; Marilyn J. ESSEX, Auteur ; H. HILL GOLDSMITH, Auteur . - 2011 . - p.607-618. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.607-618 Mots-clés : Gene–environment interaction  childhood psychopathology  internalizing problems  parental psychopathology  twins Index. décimale : PER Périodiques Résumé : Background:  Identifying how genetic risk interacts with experience to predict psychopathology is an important step toward understanding the etiology of mental health problems. Few studies have examined genetic risk by experience interaction (G×E) in the development of childhood psychopathology. Methods:  We used both co-twin and parent mental health as markers of genetic risk to test whether G×E predicted internalizing problems in a sample of 8-year-old twins. Multi-instrument composites were used to characterize both parent and child psychopathology, and five experiential risk factors (socioeconomic status, single parent upbringing, negative parent–child interactions, number of negative life events, negative impact of negative life events) composed a cumulative risk index. Results:  We found consistent evidence for G×E for child internalizing problems, with significant interaction effects emerging both when genetic risk was indexed by co-twin mental health and when it was based on parent mental health. When co-twin mental health was used to estimate genetic risk, child internalizing problems were more heritable for children at low rather than high experiential risk. When parent mental health was used to estimate genetic risk, the association between genetic risk and internalizing problems was stronger for children at elevated experiential risk. Consideration of the interaction effect sizes helps to reconcile these findings. Conclusions:  Our results suggest that the processes involved in both diathesis-stress and bioecological models of development may operate for child internalizing problems. Effect sizes indicated that the main effects of genetic and experiential risk were much better predictors of child internalizing problems than was their interaction. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02343.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

Infant and toddler oral- and manual-motor skills predict later speech fluency in autism / Morton Ann GERNSBACHER in Journal of Child Psychology and Psychiatry, 49-1 (January 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.43–50 Titre : Infant and toddler oral- and manual-motor skills predict later speech fluency in autism Type de document : Texte imprimé et/ou numérique Auteurs : Morton Ann GERNSBACHER, Auteur ; H. HILL GOLDSMITH, Auteur ; Eve A. SAUER, Auteur ; Heather M. GEYE, Auteur ; Emily K. SCHWEIGERT, Auteur Année de publication : 2007 Article en page(s) : p.43–50 Langues : Anglais (eng) Mots-clés : Early-motor-development autism communication dyspraxia motor-skills Index. décimale : PER Périodiques Résumé : Background: Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Methods: Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech fluency; Study 2 verified those early infant and toddler predictions with historical home video; and Study 3 assessed the relation between autistic children's current-day oral-motor skill and their speech fluency. Results: Infant and toddler oral-motor and manual-motor skills inter-correlated significantly, distinguished autistic children (N = 115) from typically developing children (N = 44), and distinguished autistic children whose current-day speech was minimally fluent (N = 33), moderately fluent (N = 39), and highly fluent (N = 39). These results were corroborated by analysis of historical home video (N = 32) and verified with current-day assessment (N = 40). Conclusions: The prominent associations among early oral- and manual-motor skills and later speech fluency bear implications for understanding communication in autism. For instance, these associations challenge the common assumption (made even in diagnostic criteria) that manual modes of communication are available to autistic individuals – if simply they choose to use them. These associations also highlight a potential confound from manual-motor skills when assessing autistic cognition, receptive language, and ‘nonverbal’ social communication. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01820.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Infant and toddler oral- and manual-motor skills predict later speech fluency in autism [Texte imprimé et/ou numérique] / Morton Ann GERNSBACHER, Auteur ; H. HILL GOLDSMITH, Auteur ; Eve A. SAUER, Auteur ; Heather M. GEYE, Auteur ; Emily K. SCHWEIGERT, Auteur . - 2007 . - p.43–50. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.43–50 Mots-clés : Early-motor-development autism communication dyspraxia motor-skills Index. décimale : PER Périodiques Résumé : Background: Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Methods: Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech fluency; Study 2 verified those early infant and toddler predictions with historical home video; and Study 3 assessed the relation between autistic children's current-day oral-motor skill and their speech fluency. Results: Infant and toddler oral-motor and manual-motor skills inter-correlated significantly, distinguished autistic children (N = 115) from typically developing children (N = 44), and distinguished autistic children whose current-day speech was minimally fluent (N = 33), moderately fluent (N = 39), and highly fluent (N = 39). These results were corroborated by analysis of historical home video (N = 32) and verified with current-day assessment (N = 40). Conclusions: The prominent associations among early oral- and manual-motor skills and later speech fluency bear implications for understanding communication in autism. For instance, these associations challenge the common assumption (made even in diagnostic criteria) that manual modes of communication are available to autistic individuals – if simply they choose to use them. These associations also highlight a potential confound from manual-motor skills when assessing autistic cognition, receptive language, and ‘nonverbal’ social communication. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01820.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Is sensory over-responsivity distinguishable from childhood behavior problems? A phenotypic and genetic analysis / Carol A. VAN HULLE in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

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